Literacy Design Collaborative

Professional Development

Vocabulary

Outcomes

• Learn about vocabulary acquisition• Review research findings on vocabulary instruction• View instructional strategies related to vocabulary

instruction• Develop or revise a mini-task for an LDC module

Session Outline

1. Introduction2. Reading Assignment3. Research4. Research to Action - Activities5. Research to Action - Video Clip6. Take Action - Assignment/mini-task7. Resources

Reading Assignment

• Please go to the link below and read pp. 32-35 of Appendix A from the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

• Guiding Questions on the next page

• http://www.corestandards.org/assets/Appendix_A.pdf

Guiding Questions

1. What research based practice is recommended for students to increase and retain new vocabulary?

2. Think of examples where you might provide direct instruction for Tier one, Tier Two and Tier Three words?

3. What process is most effective for acquiring Tier Three words in content learning?

Research

To comprehend what we read, at least 95% of the words must be recognized automatically.

How is this possible given the number of words in English?

A Vocabulary Riddle

Students need to learn more words to read well, but they need to read well to learn more words.

McKenna, M.C. (2004). Teaching vocabulary to struggling older readers. Perspectives, 30(1), 13-16.

The Vocabulary Catch-22

Oral vocabulary at the end of first grade is a significant predictor of comprehension ten years later.

Cunningham, A.E., & Stanovich, K.E. (1997). Early reading acquisition and its relation to experience and ability 10 years later. Developmental Psychology, 33, 934-945.

The Importance of Vocabulary

Why is a large vocabulary associated with good

comprehension?

The Instrumental Hypothesis

Vocabulary aids comprehension by providing the reader with a tool, or instrument.

It’s not so much the words themselves that help, but the knowledge they represent.

The Knowledge Hypothesis

Comprehension and vocabulary are correlated “not because one causes the other, but because both reflect a more general underlying verbal aptitude.”

– Stahl & Nagy (2005)

The Aptitude Hypothesis

The Access Hypothesis

A larger vocabulary means

• deeper understanding of words (including nuances of meaning)

• quicker access to words in the lexicon• flexibility in deciding among multiple meanings

The Reciprocal Hypothesis

Being a better reader makes it possible for you to read more

Reading more gives you a bigger vocabulary

Having a bigger vocabulary makes you a better reader

1. The number of words in English is very large2. Academic English differs from the kind of English used at

home3. Word knowledge involves far more than learning definitions4. Sources of information about words are often hard to use

or are unhelpful

Stahl & Nagy (2005)

Four Obstacles to Acquiring a Large Vocabulary

How do we learn words from experiences?

An aborigine points to a running rabbit and says “Gavagai.” Can you infer the word’s meaning?

Gavagai

Meaning

Each encounter with a word helps a student narrow its meaning. For example, if he hears the word gavagai used to refer to a sitting rabbit, the student will infer that running is not connected with the meaning.

Meaning

Young children learn word meanings from one-on-one interactions with parents and siblings. These interactions may be rich or poor. Consider two examples based on Hart and Risley’s (1995) comparison of families of different socioeconomic levels.

Do I have to eat these?

Yeah.

Do I have to eat these?

Yes, because they have vitamins that will help you grow and get stronger.

“Motherese”

What does it mean to know a word?

No knowledge

A vague sense of the meaning

Narrow knowledge with aid of context

Good knowledge but shaky recall

Rich, decontextualized knowledge,connected to other word meanings

A Continuum of Word Knowledge

That part of long-term memory devoted to word knowledge.

For example, when we read the word cat, this word is accessed in the lexicon, along with the various connections we have associated with it.

Lexicon

How is a word stored in the lexicon?

cat

cat

/kat/

c-a-t

cat

/kat/4 legs

“meow”c-a-t

pet

cat

/kat/4 legs

“meow” c-a-t

animal

petlion

cat

/kat/

mammal

4 legs

“meow” c-a-t

animal

petlion

cat

/kat/

mammal

4 legs

“meow”c-a-t

animal

petlion

cat

/kat/

dog

mammal

4 legs

“meow” c-a-t

animal

petlion

cat

/kat/

dog

mammal

4 legs

“meow”c-a-t

animal

petlion

cat

/kat/

dog

mammal

4 legs

“meow”c-a-t

animal

petlion

Dual Coding TheoryTwo systems are involved in learning words. One contains verbal information, the other non-verbal (images). When we learn a word, real-world images that we associate with the concept are also stored. Accessing a word in the lexicon therefore involves both the verbal system and non-verbal (imagery) system.

~ Moral ~When teaching new words, use pictures and other

images where possible.

New meanings and even new pronunciations of a word may be added to a student’s lexicon over time.

produce

próduce

Raw veggies

prodúce

to make

For example, the word lean is initially learned around fourth grade as the act of allowing one object to rest against another. It is typically not until eighth grade that children learn that one person might lean on someone else for emotional support.

“Lean”

Biemiller, A. (2004). Teaching vocabulary in the primary grades.In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 28-40). New York: Guilford.

K 1 2 3 4 5 6 7 8 •••

To rest oneobject againstanother

To rely on anotherperson forsupport

lean

Is wide reading enough?

Vocabulary size andthe amount a child reads are correlated.

Direct instruction cannot possibly account for the number of word meanings children acquire.

Context is generally unreliable as a means of inferring word meanings.

Most words occur too infrequently to provide the number of exposures needed to learn them.

Why Wide Reading Is Enough

Why Wide Reading Is Not Enough

“There is no obvious reason why direct vocabulary instruction and wide reading cannot work in tandem.”

– Marzano (2004, p. 112)

RobertMarzano

What are some of the guiding principles of teaching vocabulary?

Guiding Principle

Pre-teach key words to improve comprehension.

Provide more than definitions.

Guiding Principle

Some teachers fall into the trap of assuming that if a child can match a

word to its definition, the words meaning has been acquired.

Definitions Are Only a Start

WORD = DEFINITION

Stimulus Response

WORD = DEFINITION

Stimulus Response

“Truncate” = “to cut off”

WORD = DEFINITION

Stimulus Response

“Truncate” = “to cut off”

“She truncated the lights.”

Combine definitions and contextual examples.

Guiding Principle

Minimize rote copying of definitions.

Guiding Principle

Introduce new words in related clusters.

Guiding Principle

wing

antennae leg

abdomen

thorax

In content areas, clustering words is natural!

But general vocabulary words can be clustered

too!

Provide brief, periodic review.

Guiding Principle

A Thought Experiment

Group 1

• Receives 1 hour of direct instruction on 20 new words

• Spends 1 full hour of intense review on all 20 words

• This hour is uninterrupted

Group 2

The second group receives the same instruction

Group 1

• Receives 1 hour of direct instruction on 20 new words

• Spends 1 full hour of intense review on all 20 words

Group 2

• Receives 1 hour of direct instruction on 20 new words

• Spends 1 full hour of intense review on all 20 words

• This hour is broken into 6 10-minute sessions, 1 per month for 6 months

Assuming that no one encountered any of the 20 words again, which group would do better on a test after a delay of 10 years?

Group 2 will do far better on any delayed test.

Massed vs. Distributed Practice

What did the National Reading Panel conclude about teaching vocabulary?

NRP Findings on Vocabulary

• Teaching vocabulary improves general comprehension ability

• Pre-teaching vocabulary helps both word learning and comprehension of a selection

• Much vocabulary is acquired through incidental exposure

• Repeated exposures in a variety of contexts are important

NRP Findings on Vocabulary

• A combination of definitions and contextual examples works better than either one alone

• Many instructional methods can be effective in teaching vocabulary

• Instructional methods should result in active engagement

• Both direct and indirect methods should be used

NRP Findings on Vocabulary

• The more connections that are made to a word, the better the word tends to be learned

• Computer applications can be effective

• The effectiveness of some instructional methods depends on the age or ability of the student

What the NRP Doesn’t Know About Vocabulary Instruction

• Which methods work best with students of different ages and abilities?

• How can technology best be used to teach vocabulary?

• How is vocabulary best integrated with comprehension instruction?

• What combinations of instructional methods tend to work best?

• What are the best ways to assess vocabulary?

What are some of the most effective ways to teach

vocabulary?

Some Research-Based Techniques

• Read-Alouds• Semantic Feature Analysis • Graphic Organizers• List-Group-Label• Semantic Maps (word webs)• Word Lines• Word Sorts• Possible Sentences

A Closer Look at Definitions

golf n.

1. a good walk spoiled (Mark Twain)• 2. a game in which a player using special clubs

attempts to sink a ball with as few strokes as possible into each of the 9 or 18 successive holes on a course (Webster)

…a game in which a player using special clubs attempts to sink a ball with as few strokes as possible into each of the 9 or 18 successive holes on a course

This definition, like nearly all definitions of nouns, has two components.

golf n.

a game in which a player using special clubs attempts to sink a ball with as few strokes as possible into each of the 9 or 18 successive holes on a course

class distinguishing features

in which a player using special clubs attempts to sink a ball with as few strokes as possible into each of the 9 or 18 successive holes on a course

a game

class distinguishing features

Graphic Organizers

A graphic organizer is a diagram that shows how key terms are related.

Why Use Graphic Organizers?

• They are easy to construct and discuss

• Technical terms can be taught in clusters

• They help kids “see” abstract content

• They enhance recall and understanding

• They have an impressive research base

Act 1 ExpositionAct 2 ComplicationAct 3 ClimaxAct 4 ResolutionAct 5 Conclusion

Shakespearean Tragedy

Exposition Complication Climax Resolution Conclusion

Exposition Complication Climax Resolution Conclusion

Exposition Complication Climax Resolution Conclusion

Complication

Exposition Complication Climax ResolutionConclusion

Complication

Climax

Resolution

Exposition Complication Climax ResolutionConclusion

Complication

Climax

Resolution

RisingAction

Exposition Complication Climax ResolutionConclusion

Complication

Climax

Resolution

RisingAction

FallingAction

• pupaegg

larvaadult

Tree Diagrams

drugsstimulantsdepressantsalcoholbarbituratescaffeineDexedrine

drugsstimulants depressants

caffeine Dexedrine alcohol barbiturates

Musical Instruments

Musical Instruments

wind nonwind

Musical Instruments

wind nonwind

brass woodwind

Musical Instruments

wind nonwind

brass woodwind string percussion

Musical Instruments

wind nonwind

brass woodwind string percussion

trumpet clarinet violin drum

Venn Diagrams

Frog and Toad Curious George

No people

AnimalCharacters

Animals talk

Could happen

Sociograms

James Roosevelt(1828-1900)

Sara Delano(1855-1941)

Elliott Roosevelt(1860?-94)

AnnaHall(1863-92)

FranklinDelanoRoosevelt(1882-1945)

AnnaEleanorRoosevelt(1884-1962)

Anna James Elliott FDR, Jr. Johnb. 1906 b. 1907 b. 1910 b. 1914

b. 1916

List-Group-Label

Hilda Taba’s idea later led to many related techniques.

ListStudents brainstorm all the words they can recall at the end of a unit.

GroupStudents suggest logical ways to group the words.

LabelStudents suggest a label for each group they form.

ListStudents brainstorm all the words they can recall at the end of a unit.

GroupStudents suggest logical ways to group the words.

LabelStudents suggest a label for each group they form.

ListStudents brainstorm all the words they can recall at the end of a unit.

GroupStudents suggest logical ways to group the words.

LabelStudents suggest a label for each group they form.

no legs garterboa

venomcobra

fang scales

coral tail

rattlecopperhead

treesholes

ground

no legs garterboa

venomcobra

fang scales

coral tail

rattlecopperhead

treesholes

ground

no legs garterboa

venomcobra

fang scales

coral tail

rattlecopperhead

treesholes

ground

garter boa copperhead cobra coralThing Snakes Might Have rattle scales fang no legs venom tail trees holes ground

no legs garterboa

venomcobra

fang scales

coral tail

rattlecopperhead

treesholes

ground

Kinds of Snakes garter boa copperhead cobra coralThings Snakes Might Have rattle scales fang no legs venom tailWhere Snakes Are Found trees holes ground

Semantic Maps

• (Word Webs)

BrainstormingStudents offer ideas related to a topic

MappingTeacher and students form categories and map the words into a diagram

ReadingStudents read a nonfiction selection

Completing the MapTeacher and students revisit the map and together refine and expand it

Snakes

treesholesground

garterboacopperheadcobracoral

Kinds Where

Things Snakes Might Have

rattle no legsscales venomfang tail

Semantic maps have the advantage of mirroring how

words are stored in the lexicon.

cat

/kat/

dog

mammal

4 legs

“meow”c-a-t

animal

petlion

Word Lines

hot cold

hot tepid cold

hot tepid cold

sweltering

hot tepid cold

sweltering chilly

hot tepid cold

sweltering chilly

Word Sorts

thoraxpupaabdomenantennaewinglarvaadultheadegg leg

Open Sort Categories are not given

Closed SortParts Stages

Closed SortParts Stages

thoraxabdomen

wingheadleg

antennae

pupaEgglarvaadult

• Present a list of 8-12 words the students will encounter in the new text

• Add a few familiar terms• Ask for sentences containing at least two of the words• Teach the text• Return to the sentences• Together decide whether they are correct or can be

edited to make them so

Possible Sentences

Word Cards

• Students need to focus on words for more than a few seconds to increase understanding

• Students “do the work!”

• Provide 5x7 note cards and have students divide in 4 quadrants

Vocabulary Card: Frayer Model

Essential Characteristics

Nonessential Characteristics

Examples word

Non-exemplars

Marzano’s 6-step Process for Direct Vocabulary Instruction

1. Teacher provides a description and example of the new term

2. Students restate the explanation in their own terms

3. Students create a non-linguistic representation of the word

4. Students do activities with the identified words to ensure distributed practice and multiple exposures

5. Students discuss the terms with one another6. Students use games to “play” with the words.

In addition, he recommends the use of a vocabulary notebook for each student.

Marzono, R. (2004) Building BackgroundKnowledge for Academic Achievement. Alexandria, VO: ASCD.

Marzano’s 6-step Process for Direct Vocabulary Instruction

Research in Action

Integrating Vocabulary Instruction in the Content Area

1. Intentionally select words that are worth teaching

2. Model use of the selected words3. Allow time for students to use the words immediately

after modeling

Integrating Vocabulary Instruction In the Content Area

4. Give tasks that promote application and personalization5. Engage students in authentic reading tasks, daily, focusing on high-frequency prefixes, suffixes and root words

(Fisher & Frey, 2008)

Selecting Words to Teach

“Research shows that some words can be learned from reading, but not until students encounter the new words repeatedly-through reading many other texts, verbal discussion,….”

Fisher, D. & Frey, N. (2008)

With the idea that students can learn (successfully) eight to ten words a week, how can we select the words that are worth teaching?

Isabel Beck (2002) and Fischer and Frey (2008) suggest choosing words from Tier 2 & Tier 3 that fit the following guidelines….

Word Selection

Representation

• Is the word critical to understanding the text?

• Is the word representative of a family of words?

• Does the word represent an idea that is necessary to understand related concepts?

Repeatability

• Does the word occur repeatedly in the text?

• Will the word be used again this year?

Transportability

• Will the word be used in discussion?

• Will the word be required in writing?

• Will the word be used in other content areas?

Contextual Analysis

• Will students be able to figure out the meaning using context clues or is direct instruction needed?

Structural Analysis

• Will students use structural analysis to determine the meaning or do they need direct instruction?

Cognitive Load

• Have I identified an appropriate number of words that students will be able to integrate and apply the meanings of the words?

Choice Literacy Podcast

Learn more about vocabulary instruction and how it is connected to the Common Core Standards and reading comprehension.

https

://itunes.apple.com/us/podcast/doug-fisher-on-vocabulary/id488875239?i=111953207

Tier 1 Words

Some learners new to English may also need background knowledge and support in Tier 1 words. This is a link to a

word list that includes 850 words that are phonetically regular, easy to pronounce and could be a boost for

English learners.

Ogden’s Basic English Word Listhttp://ogden.basic-english.org/words.html

More Vocabulary Resources

“In the long run, effective intervention will involve extended vocabulary work as a normal part the curriculum.”

Biemiller, A. (2004). Teaching vocabulary in the primary grades.In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 28-40). New York: Guilford.

AndyBiemiller

Online Dictionaries

• General Words: www.merriam-webster.com • Visual Dictionary: www.infovisual.info• Rhyming Words: www.rhymezone.com• Spanish Language: www.spanishdict.com• World Languages: www.wordreference.com• Thesaurus: www.bartleby.com/thesauri

References• Baumann, J.F., & Kame’enui, E.J. (2004). Vocabulary instruction:

Research to practice. New York: Guilford.

• Bear, D.R., Invernizzi, M., Templeton, S.R., & Johnston, F. Words their way (3rd ed.). Upper Saddle River, NJ: Prentice-Hall.

• Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford.

• Beck, I.L., McKeown, (2008). Rev It Up: Robust Encounters with Vocabulary. Orlando, Florida: Steck-Vaughn.

• Blachowicz, C., & Cobb, C., (2007). Teaching Vocabulary Across the Content Areas. Alexandria, VA : ASCD.

References• Fisher, D. & Frey,N. (2008). Word Wise Content Rich: Five Essential Steps

to Teaching Academic Vocabulary. Porstsmouth, NH: Heinemann.

• Marzano, R. (2004) Building Background Knowledge for Academic Achievement. Alexandria, VA: ASCD.

• Nagy, W.E. (1988). Teaching vocabulary to improve reading comprehension. Newark, DE: IRA.Erlbaum.

• Stahl, S.A. (1999). Vocabulary development. Cambridge, MA: Brookline Books.

• Stahl, S.A., & Kapinus, B.A. (2001). Word power: What every educator needs to know about teaching vocabulary. Washington, DC: NEA.

• Stahl, S.A., & Nagy, W.E. (2005). Teaching word meanings. Mahwah, NJ: Lawrence Erlbaum.